Assembling Comparison: Understanding Education Policy through Mobilities and Assemblage (Bristol Studies in Comparative and International Education)

✍ Scribed by Steven Lewis, Rebecca Spratt

• Publisher: Bristol University Press
• Year: 2024
• Tongue: English
• Leaves: 149
• Edition: 1
• Category: Library

✦ Synopsis

This book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted. These approaches challenge taken-for granted and universalizing concepts in policy research and policy work in CIE – such as the nation-state, policy making/policy enactment, global/local, Global North/Global South – and highlight how policy is contingent on emerging through complex relations between people and places. Using illustrative cases drawn from research and practice in CIE and education development, the book demonstrates how these ideas can be used in the analysis of policy and the application of this approach in real life.

✦ Table of Contents

Front Cover
Half-title
Series page
Assembling Comparison: Understanding Education Policy through Mobilities and Assemblage
Copyright information
Contents
Series Editor Preface
List of Figures
List of Abbreviations
About the Authors
Acknowledgements
one Why Policy, Why Comparison?
Why policy mobilities and assemblage theory?
A worked example: Pacific Regional Education Policy
Overview of PREP
Why us?
Outline of the book
two Policy Mobilities and Assemblage Theory: Key Concepts
Explaining policy mobilities
Policy mobilities: A (very) brief introduction
Theoretical implications of PM
Methodological implications of PM
Explaining assemblage theory
Assemblage theory: A (very) brief introduction
Situating AT
An ontology of difference, becoming and desire
Stratification, territorialization and the abstract machine
A summary of AT
three Policy Mobilities and Assemblage Theory: A Conjoined Approach
How PM and AT each contributes to PMAT
The key features of PMAT
Orientation for Thinking #1: Space is produced through relations
Orientation for Thinking #2: PMAT disrupts the ontology of policy
Orientation for Thinking #3: PMAT considers desire as primary
Orientation for Thinking #4: PMAT is methodologically concerned with ‘in the middle’
Some finer points on the language of PMAT
PMAT: From orientations for thinking to doing policy research
four Where (and When) Is Policy?
How do particular associations of content and expression of a policy assemblage produce space(s) and time(s)?
How space(s) and time(s) produce policy
How does this differ over time and space?
How are space(s) and time(s) connected together (or not connected, or opposed) via policy?
five What Is Policy?
The problems that the policy assemblage opens up and (re)produces
What arrangement of content and expression are made to matter?
What connections does the policy assemblage form with other assemblages?
six Why Is Policy?
How does policy make certain things un/desirable?
How are divergent desires made consistent through policy?
When does a policy assemblage no longer work?
seven How to Research Policy?
What delimits the policy assemblage?
Which dimensions of the policy assemblage are brought into focus, and why?
What is the role and positionality of the researcher?
eight (Re)Assembling Comparison
Notes
one Why Policy, Why Comparison?
two Policy Mobilities and Assemblage Theory: Key Concepts
three Policy Mobilities and Assemblage Theory: A Conjoined Approach
four Where (and When) Is Policy?
five What Is Policy?
References
Index